Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

1
MIAA 360: Lesson Study


Team Members: Diana Chavez, Lana Best, Courtney Boettger, Anjanette McCormack Highlighted txt are changes made to lesson

Teaching Dates: April 30, 2014 May 2, 2014

Concept for this lesson: Shapes; describe, analyze, similarities and differences. Grade Span: Kindergarten

This is the an introductory lesson on geometric shapes, although we have informally been reciting shape names during Calendar
time
After going through this lesson once, I realized that my EL students were still struggling with remembering attributes of shapes. I
needed to incorporate some re-teaching time for these students to get extra support. I also want to include more opportunities for my
EL students to get more practice throughout this unit.

Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Engage

Time:
5 minutes (quick
review)
15 minutes (intro of
lesson)


Materials:
Various shape
cards
Traditional flat
shapes and non
traditional
shapes



Quick Review
Quick review of lines we discussed previously in art;
Curvy, straight line, diagonal line, wavy lines, circles
and dots.
I quickly wrote the type of line next to the words to
have as a reference guide for conversations.

Introduction of lesson
Place the shapes on the board and ask students to
describe the shapes without naming them.




Students will review drawings from a
previous art lesson in order to refresh their
memory of our lesson on lines.
They will repeat the names of the lines we
learned.


Expected Student Response
What the shape looks like
Naming real life objects that look
like that particular shape
How many corners, and or sides
Lines: Curvy, straight or both



CCCSSM:
Analyze,
compare,
create, and
compose
shapes.

4. Analyze and
compare two- and
three-
dimensional
shapes, in
different sizes
and orientations,
using informal
language to
describe their
similarities,

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd

2

Headband
game








Evaluate
Consider Decision
Points Assessments


The first round of the headband game will be played
with the teacher. The teacher will be wearing the
headband with an unknown shape on it. Students will
be describing the shapes attributes so that the teacher
can guess what shape it is.





This is just the first introduction to the concept of
shapes, be aware of students who have difficulties.
Also identify EL students who are struggling.

Students will be describing shapes
attributes during the game to help
teacher/students guess what the shape is.
Students will also be introduced solid
shapes at this time, this will be their first
introduction to solid shapes. They are not
expected to ever actually say the name of
the shape but only describe each in detail.

Expect to hear flat shapes; hexagon,
triangle, square, rectangle, circle. Curvy
lines, straight lines, both curvy and
straight lines
Students who may have experience with
solid shapes may know the names of those
shapes as well.
differences, parts
(e.g., number of
sides and
vertices/
corners) and
other attributes
(e.g., having
sides of equal
length).





Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Explore:

Time:
15 minutes

Materials:
Various flat
shapes in a
paper bag
(square, circle,
rectangle,
triangle,
hexagon)





Phase 1
I have a bag full of shapes I am going to pull one
shape out and describe it to you.

Pull out square and describe
Straight lines
Four points
All sides the same length


Now turn to your partner and tell them everything
you know about your shape.

Phase 2



Expected student responses:
My shape is like a ______ (clock,
pizza slice, T.V. screen, stop sign)
It has _____ sides
It has _____ point/corners
It has curvy lines
It does not have curvy lines
It has only straight lines
It has both curvy and straight lines



Expected student responses:
CCCSSM:
K.G.B.4

MP:
3. Construct
viable arguments
and critique the
reasoning of
others.

21
st
Century
Critical thinking
and problem
solving:
Make judgments
and Decisions


Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd

3
Classroom
objects that
students can
select to
describe



Evaluate
Consider Decision
Points Assessments

Student pairs will go into the room and select one
item that they can give two descriptions
Find an object
Give two or more descriptors
Be ready to share to class



Go around the room while students are searching for
an item so that you can assist with questions or ideas
that would give students enough to talk/think about.

Our shape has no curvy lines
Our shape has curvy lines
Our shape has _____ sides
Our shape has _____ corners

Communication
and
collaboration:
Articulate
thoughts and
ideas effectively
using oral,
written and
nonverbal
communication
skills in a variety
of forms and
contexts
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Explain:

Time:
30 minutes

Materials:
Student pairs
with objects
Chart paper to
write down
student
descriptions




Evaluate
Consider Decision
Points Assessments


Once pairs have had time to go and find an object and
decide what they want to say then we have a whole
class discussion.
Collect all objects from students so they will
not be playing while groups present
Write down students response on chart paper


Expected student response
We picked a ruler; a ruler is like a
rectangle. It has only straight lines.
Our shape has curvy lines and
straight lines.
CCCSSM:
4. Analyze and
compare two- and
three-
dimensional
shapes, in
different sizes
and orientations,
using informal
language to
describe their
similarities,
differences, parts
(e.g., number of
sides and
vertices/
corners) and
other attributes
(e.g., having
sides of equal
length).

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd

4
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Extend:
Time:
20 minutes

Materials:
Student work
page
Glue
Scissors



Evaluate
Consider Decisions
Point Assessments

Model how to complete the student page
Sorting the shapes based on one attribute
Curvy lines or no curvy lines

Once the page is complete they are to compare with
two different people to see if they have the same
answers
They will also discuss why they selected the shapes
and why they chose the columns.



Pull out struggling students and review how to
complete the worksheet. Review how to describe the
shapes with curvy and straight lines.


Student Activity:
Students will cut and glue shapes and sort
them depending on whether they have a
curvy line or not.

Expected student responses:
I had only four shapes that had
curvy lines
The rest of the shapes had no
curvy lines




MP:
1. When given a
problem, I can
make a plan to
solve it and check
my answer.
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd

5
Evaluate:

Time:
5 minutes

Materials:
Shapes in bag
Whiteboard
Whiteboard
markers



Evaluate
Consider Decisions
Point Assessments


Ticket out the Door

Pull traditional and non-traditional shapes out of bag
and have students quickly tell one attribute that
describes the shape.








Can be a informal assessment to see who knows
shape attributes and who still needs more practice.
Make a list of both groups to see if anyone needs a
re-teaching lesson


Expected Student Responses
Looks like a _______
Has no curvy lines
Has curvy lines
Has _____ sides
Has _____ corners
Has both straight lines and curvy
lines